Üstün‐Yavuz, M.S. orcid.org/0000-0002-0117-9044, Brooks, R. orcid.org/0000-0003-2644-6863, Fricke, S. orcid.org/0000-0003-2706-121X et al. (1 more author) (2024) Evidence‐based support provided to struggling readers in later primary years in the UK: a scoping review. Journal of Research in Reading, 47 (4). pp. 626-647. ISSN 0141-0423
Abstract
Background
In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.
Methods
A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.
Results
Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.
Conclusions
The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Author(s). Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited: https://creativecommons.org/licenses/by/4.0/ |
Keywords: | reading intervention; scoping review; later primary; struggling readers; UK |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Health Sciences School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 19 Aug 2024 09:50 |
Last Modified: | 25 Feb 2025 09:55 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/1467-9817.12471 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:216223 |